· Raising the level of student engagement in the classroom. · Motivating students and promoting enthusiasm for learning. · Visual learners benefit from notes taken on the interactive whiteboard in addition to diagramming and manipulating objects or symbols. As the interactive whiteboard is easy to use, it enables students of all ages to see their own writing and objects of their own creation. · Kinesthetic or tactile learners are typically difficult to engage in traditional classroom activities that are usually more visual or auditory in nature. They are able to reinforce learning through exercises involving touch, movement and space on an interactive whiteboard. · Deaf and hearing-impaired learners rely primarily on visual learning, and the interactive whiteboard facilitates the presentation of visual material with the use of sign language simultaneously in front of students. · Visually impaired students with some vision ability can manipulate objects and use large text on an interactive whiteboard’s big surface and participate in computer-based learning in ways that would not be possible on a smaller computer screen. · Other special needs students with learning challenges, such as physical ability needs and behavioral issues, e.g., Attention Deficit Disorder (ADD), also find the large interactive surface helpful. Its large size and touch sensitivity facilitates ICT learning beyond the standard keyboard-and-mouse type of computer interaction, and its appeal can be used to promote good behavior.
· Raising the level of student engagement in the classroom.
· Motivating students and promoting enthusiasm for learning.
· Visual learners benefit from notes taken on the interactive whiteboard in addition to diagramming and manipulating objects or symbols. As the interactive whiteboard is easy to use, it enables students of all ages to see their own writing and objects of their own creation.
· Kinesthetic or tactile learners are typically difficult to engage in traditional classroom activities that are usually more visual or auditory in nature. They are able to reinforce learning through exercises involving touch, movement and space on an interactive whiteboard.
· Deaf and hearing-impaired learners rely primarily on visual learning, and the interactive whiteboard facilitates the presentation of visual material with the use of sign language simultaneously in front of students.
· Visually impaired students with some vision ability can manipulate objects and use large text on an interactive whiteboard’s big surface and participate in computer-based learning in ways that would not be possible on a smaller computer screen.
· Other special needs students with learning challenges, such as physical ability needs and behavioral issues, e.g., Attention Deficit Disorder (ADD), also find the large interactive surface helpful. Its large size and touch sensitivity facilitates ICT learning beyond the standard keyboard-and-mouse type of computer interaction, and its appeal can be used to promote good behavior.